Page 23

Caroline Coffin

Friday, 11:00

Language as/in Content: School History as a Case Study Open University, UK

By its very name, CLIL implies that language and content are in essence separate entities but ones that can be brought together for language learning purposes. As a field of practice CLIL is informed by a range of theories – both theories of language and theories of the relationship between language and the learning of curriculum knowledge. In this talk I put forward a view of ‘language as content’ (or indeed ‘content as language’). This view is informed by a systemic functional linguistic (SFL) approach which sees learning language and learning curriculum knowledge as two sides of the same coin – two aspects of a single semiotic process. In other words we learn (about and through) language as we learn to (re)interpret and (re)configure the world within the various subjects and disciplines that comprise educational knowledge. Using school history as a case study I show the centrality of language in the construction of historical meaning and in its teaching and learning both in monolingual and multilingual environments. I propose that insights into the linguistic nature of disciplinary meaning making generated by SFL are essential for CLIL practitioners.

Christiane Dalton-Puffer

Thursday, 18:30

Cognitive Discourse Functions in CLIL Classroom Talk University of Vienna “Every teacher is a language teacher” rings nowhere truer than in the case of CLIL, and CLIL researchers have wholeheartedly embraced this stance, charting conditions and patterns of language use in CLIL classrooms as well as measuring outcomes and relating them to language learning theories. Where we tend to struggle a little, however, is in doing justice to the ‘Integrated’ part of the label CLIL, as we normally lack expertise regarding the ‘Content’ and its underlying cognitive goals. The great challenge is how one might conceptualize the language-cognition nexus that teachers and learners draw upon when co-constructing educational knowledge. Educational linguistics has produced a number of approaches (e.g. Mohan 1986, Lemke 1990, Cummins 1991, Schleppegrell 2004), complemented on the side of education with constructs of thinking skills and subject competences. 23

Profile for UAM CLIL

ALP-CLIL Abstract Book  

Here you will find all the information about the ALP-CLIL Conference (5-8 June 2013)

ALP-CLIL Abstract Book  

Here you will find all the information about the ALP-CLIL Conference (5-8 June 2013)

Profile for uamclil